This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

This study focused on the perceptions of students with visual impairment. A narrative meta-analysis was utilized to synthesize the findings of investigations that employed quantitative, qualitative, or mixed methodological designs. Based on the contents of the reviewed articles, three broad categories were established: barriers, feelings of acceptance, and successful components of inclusion. Barriers included the physical environments of schools, accessibility, and social interactions. With respect to feelings of acceptance, the constructs of homophily and fitting in were discussed. Several components of successful inclusion were delineated such as a positive school climate and a positive, supportive attitude associated with teachers, especially those who possess knowledge and skills and held high expectations for students. Students with visual impairment also needed skills to be autonomous and assertive, which are conducive to academic success and the initiation and building of friendships with sighted peers. A number of findings of the present study corroborated those from previous investigations; however, the uniqueness of this seminal research pertains to the specific perceptions of students with visual impairment in inclusive settings. Limitations of the study were also discussed.

This study aimed to clarify the practices and perceptions of itinerant teachers of students with visual impairments (TVIs) in inclusive education following three different types (i.e., school-based, school-based single role, and centre-based), identifying the salient factors that enable them to fulfil their roles. To date, the majority of the existing research has focussed on centre-based itinerant TVIs, with scant attention paid to the other itinerant types. This study mitigates this lack of research. Designed as an exploratory study to provide a useful reference for future research, the study employed a qualitative research design using semi-structured interviews with nine German TVIs. The results showed more similarities than differences among the three types of TVIs in their daily tasks, needed qualities and skills, and overall perceptions of the job. Two crucial elements enabled these TVIs to work effectively: the existence of a large community of TVIs and TVIs possessing good ‘collaborative skills’. The school-based dual role seemed to provide much-needed emotional and technical support. Further investigations are needed on the factors that contribute to a good ‘team’ or a ‘community’ of TVIs and on the effectiveness of the school-based dual role.

Introduction This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods This research used qualitative interviews with school administrators, staff members, and teachers at four schools for blind students in the United States. A constant comparison model was used to analyze common themes and trends within the data collected, allowing us to capture the voiced experiences of the interviewees. Results All schools included in this research have built the capacity to serve a wide range of students with visual impairments through both on-campus programs and outreach services. To provide high-quality services, the on-campus programs and the outreach services embraced symbiosis with one another. In parallel to this effort, schools focused on building partnerships with districts and helped build capacity through indirect services. Discussion Underlying ideologies within schools for blind students were the value of inclusion, belief in every student receiving a quality education, and aspiration towards schools for blind students to stay relevant in an era of inclusion. Schools were led by individuals who possessed inspirational and strategic thinking. Implications for Practitioners This research documents the effective ways specialized schools for blind students are relevant in an era of inclusion, documenting the importance of creating new paths within traditional programs. This research outlines successful practices and ideologies that can be implemented by specialized schools, while acknowledging traditional on-campus programming combined with inclusive outreach models to create sustainable programming for all students with visual impairments throughout a state.

In this study, the reforms that took place among schools for the blind in 1960s England and the reasons thereof as well as the extended opportunities for open employment are clari ed. Barriers such as lack of basic knowledge of machine operation and the sighted community dissuaded blind school graduates from entering open employment. ese barriers were associated with two complications. e rst was related to the school curriculum and the second to segregation from the community because all the schools for the blind were residential. e rst further education college for blind people was established to bridge this gap. Furthermore, the schools for the blind introduced alterations such as expansion of extra-curricular activities and curriculum revisions with a stronger focus on the Certi cate of Secondary Education (CSE).